CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the research methodology, including research design, research site
and participants, data collection, and data analysis.
3.1 Research design
Relevant to the purpose and research questions, a case study was employed as the
research design. This was taken because this research has the characteristic of a particular case in
a small scale (Frankel and Wallen, 1996; Marczyk, DeMatteo, and Festinger, 2005). The case
which was investigated was the use of humorous video ads in an English listening skill subject.
3.2 Research site and participants
The research took place at the language laboratory in an academy of secretary in
Bandung, West Java-Indonesia. The research site was chosen for two reasons. First, the
researcher was one of the teaching staffs in that academy. Therefore, the researcher would have
an easy access to the research site and it made this research feasible to be conducted (Bogdan
and Biklen, 1998; Marczyk, DeMatteo, and Festinger, 2005; Silverman and Marvasti, 2008).
Second, the academy had an English listening skill subject in which the research problems were
investigated (Marczyk, DeMatteo, and Festinger, 2005).
The participants of the research were nine. The nine students were selected from the
fourth semester students. There were two reasons behind this selection. First, they were chosen
subject (Frankel and Wallen, 1996, Creswell, 2003; Marczyk, DeMatteo, and Festinger, 2005).
Second, the nine participants were chosen from three different classes. Therefore, there were
three students selected from each class. These three students represented three different
categories of achievements, namely high, middle, and low. The creations of these categories
were for the purpose of this research. Moreover, theselection was taken in order to represent the
nature of class observed and to give the complete information as needed (Frankel and Wallen,
1996). Therefore, the student participants were chosen by a purposive sampling technique
(Morse, 1989; Kuzel, 1992; Frankel and Wallen, 1996, Creswell, 2003; Dawson, 2009).
The participants were coded according to the class where they learned, namely R1, R2,
and R3 were from A class; R4, R5, and R6 were from B class; and R7, R8, and R9 were from C
class. Besides that, the participants were also categorized into their achievement levels, that is,
R1, R4, and R7 were categorized into high achievers. R2, R5, and R8 were categorized into
middle achievers and R3, R6, and R9 were categorized into low achievers. This categorization
was based on their performance in the previous subjects and investigation before the research
was conducted by holding a performance test. Furthermore, to avoid misleading judgment
concerning the participant grouping, the researcher crosschecked the participants’ data to the
lecturers who used to teach them and to the documents which were available at the
administrative section related to their English grade.
3.3 Data collection
In answering the research questions, multiple data collections (Frankel and Wallen, 1996;
interview were used. The data collection was conducted for two months. For clarity, the data
collection was clarified one by one in the following sections.
3.3.1Observation
Observation aimed to gain the data which could not be elicited by questionnaire and
interview (Maxwell, 1996). Observations in this research were conducted in a language
laboratory (see appendix II), the place where the participants took the English listening skill
subject, and were followed by nine participants (R1, R2, R3, R4, R5, R6, R7, R8, R9).
Observations were intended to know the meanings, events, actions or processes being done by
the participants (Alwasilah, 2006). In the observation phases the researcher conducted the detail
analyses of the participants’ behaviors before, while, and after studying the humorous videos ads
in the English listening skill subject. The researcher observed and analyzed how the humorous
video ads engaged the participants in the English listening skill subject (Frankel and Wallen,
1996; Creswell, 2003).
During observations, the researcher was utilizing three procedures of viewing a video
(Stoller, 1992; Tomalin, 1992; Stempleski, 2002; Koksal, 2004) such as pre-view activity,
while-view activity, and post-while-view activity (see appendix II). In these phases, the student engagement
indicators proposed by Jones (2009) were incorporated.
The pre-view activity observed the participants’ activities before following the while
-view activity(Stoller, 1992; Tomalin, 1992; Stempleski, 2002; Koksal, 2004). The observation
focused on the participants’ motivation which, to some extent, was represented by their attention
or question toward the researcher’s explanation regarding the videos being watched. The while
phase, the observation focused on participants’ body language, consistent focus or attention, and
fun and excitement (see section 2.7.2). Finally, the post-view activity observed the participants’
understanding toward the humorous video ads in terms of their verbal participation as well as
their confidence when presenting the verbal participation (see section 2.7.2).
There were some steps done in the observation phases. These steps corresponded to the
procedures of viewing video (Stoller, 1992; Tomalin, 1992; Stempleski, 2002; Koksal, 2004)
such as pre-view, while-view, and post-view. The pre-view activity in the English listening skill
subject followed several steps(Stoller, 1992; Tomalin, 1992; Stempleski, 2002; Koksal, 2004).
First, researcher told participants the kinds of video which would be seen. Second, he gave them
some hints regarding the vocabularies, words, and context which were usually used in the videos
being discussed. Meanwhile, the while-view activity in the English listening skill subject
followed several steps(Stoller, 1992; Tomalin, 1992; Stempleski, 2002; Koksal, 2004). First, he
played the videos. Second, if the participants asked him to repeat the videos because they did not
understand the videos, he repeated the videos. Finally, the post-view activity in the English
listening skill subject followed one step(Stoller, 1992; Tomalin, 1992; Stempleski, 2002; Koksal,
2004). That is, he asked the participants to describe or to discuss the content of the videos after
they had already watched the videos. This was taken to elicit the data related to the verbal
engagement. To avoid losing the data, these activities were recorded. Therefore, a video-camera
was operated while the observation was taking place.
The observation was conducted six timessince in the six-time observations the data had
reached saturation point (Glaser and Strauss, 1967). The observation time was the same as the
schedule of the English listening skill subject. Hence, the duration of time for each observation
participants were absent. These participants were R3, R5, R7, and R8. R3 did not attend the
observation one time, R5 two times, R7 one time, and R8 one time.
Three humorous video ads were shown in every observation phase. Consequently, there
were eighteen humorous video ads were played (see appendix I) in all observation phases.
Regarding the assessment of students’ behaviors before, while, and after studying the humorous
video ads, the characteristics of student engagement proposed by Jones (2009) and to some
extent Skinner and Belmont (1993) were used as guidance as well as an analytical tool.
Meanwhile, for the selection of the videos, the researcher used the criteria proposed by Arcario
(1993) like watch ability, completeness, length, appropriateness of content, level of maturity, and
availability of related materials. Even though, the researcher used the selection criteria as
proposed by Arcario (1993), the researcher chose the humorous video ads by himself. This was
the limitation of this research since this selection would cause bias.
3.3.2 Questionnaire
Questionnaire was used to answer the research questions and to support the observation
data (Alwasilah, 2006). Questionnaire was administered to the nine participants (R1, R2, R3, R4,
R5, R6, R7, R8, R9). Five questions were addressed to every participant (see appendix III).
Questions available in the questionnaire covered some aspects which were investigated in this
research. The aspects which were included embraced the student engagement indicators,
disadvantages, and advantages while and after the participants studying the humorous video ads
in the English listening skill subject. The questionnaires were written in Indonesian to ensure the
participants’ complete understanding of the items. The type of questionnaire used was a mixture
very complete and a truly free answer as well as certainty to their position (Frankel and Wallen,
1996).
The questionnaire data were gained in three steps (Bernhardt and Geise, 2009). First, the
questionnaires were distributed to all participants. Second, the questionnaires were taken after
being filled by the participants. Third, the questionnaires which had been answered were
collected and submitted to the researcher.
3.3.3 Interview
Interview aimed to clarify the data gained from the observations and questionnaire
(Frankel and Wallen, 1996). The interview was conducted in a semi-structured style with
open-ended questions. The interview was followed by nine interviewees (R1, R2, R3, R4, R5, R6, R7,
R8, R9) and was conducted individually. It contained two questions (see appendix IV) and lasted
for 5 minutes. Questions available in the interview covered some aspects investigated in this
research. The aspects which were included embraced disadvantages and advantages while and
after the interviewees studying the humorous video ads in the English listening skill subject.
Furthermore, to avoid losing the information, the interview was recorded. Therefore, there was a
voice recording which was used in this process.
The interview data were gained in some steps (Kvale, 2006; Folkestad, 2008). First, the
researcher asked the availability of time from every interviewee. Second, he arranged the
interview schedules. Third, he prepared the questions which would be asked in the interview.
Fourth, he did the interview at the student’s organization room. Fifth, he recorded the interview.
3.4 Data analysis
Data analyses were conducted during and after the data collection. It meant that the
process of data analysis was simultaneous with the ongoing activities in the English listening
skill subject. In analyzing the data, a qualitative method was used(Morse, 1989; Kuzel, 1992;
Frankel and Wallen, 1996, Creswell, 2003; Dawson, 2009). The qualitative method was used to
analyze the data collected from observations, questionnaires, and interviews. To increase the
validity of data analysis, triangulation was applied at the end of the data analysis (Frankel and
Wallen, 1996; Creswell, 2003; Silverman and Marvasti, 2008). As mentioned in section 3.3,
three methods of data collections, namely observation, questionnaire, and interview were applied
in this research. Therefore, the next sections would clarify how the data from these three data
collections were analyzed.
3.4.1 Observation
Observations were conducted six times (see section 3.3.1). Therefore, data from the six
observations were analyzed from nine participants (R1, R2, R3, R4, R5, R6, R7, R8, R9). The
analysis of data from observation was conducted with the ongoing activities in the English
listening skill subject. Thus, the observation data were analyzed on going with the process of
research(Frankel and Wallen, 1996; Creswell, 2003). The analysis of data from every
observation was consisted of three phases that is, pre-view, while-view, and post-view(Stoller,
1992; Tomalin, 1992; Stempleski, 2002; Koksal, 2004). In the pre-view, the researcher analyzed
whether the participants were motivated or not to follow the English listening skill subject. In
this phase, the motivation was represented by two factors such as consistent gaze and verbal
humorous video ads fulfilled the indicators of student engagement such as positive body
language, consistent focus or attention, and fun and excitement. In the post-view, the researcher
analyzed if the participants could participate in verbal participation phase and whether they
showed confidence or not while presenting their verbal expressions. All of these viewing
techniques, further, were analyzed by qualitative method(Morse, 1989; Kuzel, 1992; Frankel and
Wallen, 1996, Creswell, 2003; Dawson, 2009).
To illustrate how the observation data were analyzed, the researcher took some steps
(Creswell, 2003). First, the observation data were arranged according to name, class, level of
listening ability, and time. Second, the observation data were presented and analyzed by referring
to the viewing techniques (Stoller, 1992; Tomalin, 1992; Stempleski, 2002; Koksal, 2004) and
by referring to the student engagement indicators (Skinner and Belmont, 1993; Jones, 2009).
Third, the findings resulting from the data analysis were interpreted by the relevant theories and
previous research findings provided in chapter 2. Fourth, the results of interpretation were used
to answer the first research question.
3.4.2 Questionnaire
Questionnaires were addressed to nine participants (see section 3.3.2). Therefore, nine
questionnaires were obtained and analyzed. The analysis of data from the questionnaires was
conducted after all questionnaires were collected. The qualitative method (Morse, 1989; Kuzel,
1992; Frankel and Wallen, 1996, Creswell, 2003; Dawson, 2009)was applied to analyze the data
from the questionnaires.
All questionnaire data were analyzed in some steps (Creswell, 2003; Bernhardt and
answered. Second, the questionnaire results were coded by arranging them according to class,
level of listening ability, and time. Third, after the data were coded, they were categorized
according to the themes related to the characteristics of student engagement (see section 2.7.2)
for the first research question and to disadvantages and advantages of using humorous video ads
in the English listening skill subject for the second research question. Fourth, after the data had
been categorized into those themes, they were, then, analyzed. Fifth, the findings resulting from
the analysis of questionnaire data were interpreted referring to the relevant theories and the
previous research findings provided in chapter 2. Sixth, the results of interpretation were used to
answer all research questions.
3.4.3 Interview
Interview was followed by nine interviewees (see section 3.3.3) and was conducted
individually. Therefore, nine interview data were obtained and analyzed. The analysis of data
from interview was done after all interviews were conducted. The qualitative method (Morse,
1989; Kuzel, 1992; Frankel and Wallen, 1996, Creswell, 2003; Dawson, 2009)was applied to
analyze the data from interview. There were some reasons to use interview data. First, the
researcher was interested in knowing ‘direct’ point of view of the interviewees when they
followed the English listening skill subject (Frankel and Wallen, 1996). Second, the interview
data were used as the validation of questionnaire data (ibid).
All interview data were analyzed in some steps (Cohen and Manion, 1994; Creswell, 2003; Kvale, 2006; Folkestad, 2008; Silverman and Marvasti, 2008). First, the interview data
were transcribed. Second, the interview data were coded according to the name, class, level of
disadvantages and advantages of using humorous video ads in the English listening skill subject.
Fourth, after they were categorized into those themes, the data, then, analyzed. Fifth, the findings
resulting from the analysis of interview data were interpreted based on the relevant theories and
the previous research results provided in chapter 2. Sixth, the results of interpretation were used
to answer the second research question.
3.5 Conclusion of chapter 3
This chapter has presented a brief discussion about the methodology used in this research
embracing research design, research siteand participants, data collection, and data
analysis.Regarding the data collection and analysis, three different instruments namely
observation, questionnaire, and interview were applied. Those instruments were used to answer
